The impact of online storytelling techniques on literacy development in primary school students in Sokoto North LGA, Sokoto State
- Project Research
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- NGN 5000
Background of the Study
Online storytelling techniques have emerged as a creative and interactive approach to enhancing literacy development among primary school students. In Sokoto North LGA, Sokoto State, where traditional literacy instruction methods may not fully engage young learners, the integration of digital storytelling has provided new avenues for fostering language skills and imagination. Through multimedia presentations, interactive narratives, and digital illustrations, online storytelling captures the attention of students, making the learning process both enjoyable and effective (Hassan, 2023). The use of these techniques allows for the integration of audio, visual, and textual elements, which collectively contribute to a richer learning experience that supports vocabulary building, comprehension, and critical thinking (Abubakar, 2023).
Digital storytelling offers an immersive environment where children can interact with stories in ways that traditional print media may not permit. The dynamic nature of online content encourages active participation, as students are not merely passive recipients but also co-creators of stories. This engagement fosters a deeper understanding of narrative structures, themes, and cultural contexts, which are essential components of literacy development (Ibrahim, 2024). In Sokoto North LGA, where resources for literacy education may be limited, online storytelling represents an innovative solution to bridge educational gaps and stimulate a love for reading and writing among young learners.
Despite its potential, the implementation of online storytelling in primary schools presents several challenges. These include technical issues such as limited internet connectivity, lack of adequate devices, and insufficient training for teachers in utilizing digital storytelling tools (Umar, 2024). Additionally, the varying levels of digital literacy among students and educators may affect the consistency and quality of storytelling experiences. The need to balance entertainment with educational content further complicates the effective use of online storytelling as a pedagogical tool (Suleiman, 2024).
This study aims to evaluate the impact of online storytelling techniques on literacy development among primary school students in Sokoto North LGA. By examining how digital narratives enhance language skills and encourage creative expression, the research seeks to provide insights into best practices for integrating technology into literacy instruction. The findings will inform educators and policymakers on strategies to optimize online storytelling, ultimately contributing to improved literacy outcomes and a more engaging learning environment (Bello, 2025).
Statement of the Problem
Despite the promising benefits of online storytelling, primary school students in Sokoto North LGA face challenges that hinder the full realization of its impact on literacy development. Limited access to digital devices and unreliable internet connectivity are primary concerns that restrict the frequency and quality of online storytelling sessions (Hassan, 2023). Moreover, many teachers lack the necessary training to effectively incorporate digital storytelling techniques into their lesson plans, resulting in inconsistent application and suboptimal learning outcomes (Abubakar, 2023). These challenges are compounded by the diverse digital literacy levels among students, which can lead to unequal engagement and participation.
Another significant problem is the difficulty in striking a balance between engaging, entertaining content and educational material that reinforces literacy skills. In some cases, the entertaining aspects of online storytelling may overshadow the instructional content, leaving students without sufficient opportunities to develop critical reading and writing skills (Ibrahim, 2024). Furthermore, the absence of a standardized framework for integrating online storytelling into the curriculum makes it challenging for educators to evaluate its effectiveness systematically. The lack of comprehensive support and guidance exacerbates these issues, leading to a fragmented approach to literacy instruction in the digital realm (Umar, 2024).
This study seeks to address these problems by investigating the overall impact of online storytelling techniques on literacy development in primary school students within Sokoto North LGA. It will examine the barriers to effective implementation, including infrastructural limitations, teacher preparedness, and content balance. The research aims to identify actionable strategies that can enhance the delivery of digital storytelling in ways that promote robust literacy development, ensuring that the educational benefits of this innovative technique are fully realized (Suleiman, 2024).
Objectives of the Study
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To assess the impact of online storytelling techniques on literacy development in primary school students.
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To identify challenges hindering effective integration of digital storytelling in literacy instruction.
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To recommend strategies for optimizing the use of online storytelling in primary education.
Research Questions
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How do online storytelling techniques influence literacy skills among primary school students?
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What are the main challenges in implementing digital storytelling in the classroom?
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Which strategies can enhance the educational effectiveness of online storytelling?
Research Hypotheses
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Online storytelling techniques significantly improve literacy development in primary school students.
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Technical and infrastructural challenges negatively impact the effectiveness of online storytelling.
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Targeted teacher training enhances the successful integration of digital storytelling into literacy instruction.
Significance of the Study
This study is significant as it explores the role of online storytelling in advancing literacy among primary school students. By identifying the benefits and challenges of digital storytelling, the research offers valuable insights for educators and curriculum developers. The findings will help shape effective strategies for integrating innovative storytelling techniques into literacy education, thereby enhancing language skills and creative expression. Ultimately, this study aims to contribute to the development of engaging and inclusive literacy programs that address the needs of young learners in Sokoto North LGA.
Scope and Limitations of the Study
This study focuses exclusively on the impact of online storytelling techniques on literacy development in primary school students in Sokoto North LGA, Sokoto State. It examines the use of digital storytelling within the classroom and does not extend to other literacy interventions or traditional teaching methods.
Definitions of Terms
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Online Storytelling: The use of digital media to present narratives that combine text, images, audio, and video.
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Literacy Development: The process through which individuals acquire reading, writing, and comprehension skills.
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Digital Literacy: The ability to effectively navigate and utilize digital technologies for learning.
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